Integral : Jurnal Penelitian Pendidikan Matematika p - ISSN 2654-4539 e Ae ISSN 2654-8720 Vol.
6 No.
Mei 2024
Page 152 of 165
THE INFLUENCE OF CONCEPTUAL UNDERSTANDING OF
MATHEMATICS AND SELF REGULATED LEARNING ON LITERACY
MATHEMATICAL AT JUNIOR HIGH SCHOOL STUDENTS IN THE
REGENCY TANGERANG
Anandita Eka Febriana .
Anwar Mutaqin .
Novaliyosi 3 ) 1 ,2,3 Universitas Sultan Ageng Tirtayasa Jl Raya Palka KM.
Sindangsari.
Kec.
Pabuaran.
Serang City.
Banten Email : 1 ananditaekaf7@gmail.
anwar-mutaqin@untirta.
novaliyosi@untirta.
ABSTRACT
The purpose of this research is to investigate the impact of comprehending mathematics concepts and developing self regulated learning skills on the mathematical literacy of junior high school students in Tangerang district, all at the same time.
The research methodology used is correlation-based, employing a quantitative approach.
The research sample consists of 280 students, with one study group selected per school, specifically class Vi.
The validity and reliability of the research statements were assessed using the Pearson correlation test, which demonstrated that all prepared statements were valid.
Furthermore, after undergoing reliability testing, all the statements were deemed reliable.
The classical assumption tests included normality testing using the one-sample Kolmogorov Smirnov test, a multicollinearity test, a heteroscedasticity test using Spearman correlation, and an autocorrelation test using Durbin-Watson.
The research results show that the F-count value is greater than the F-table value with a correlation value It can be concluded that there is a substantial positive relationship between understanding mathematicss concepts and self-regulated learning on the mathematical literacy of junior high school students in Tangerang Regency.
Keywords : Understanding mathematics concepts.
Self regulated learning.
Mathematics Literacy.
Tangerang Regency.
INTRODUCTION
It involves grasping the core Many students struggle with learning of a problem, defining the problem, mathematics in school.
One key applying mathematical knowledge factor contributing to their difficulties and skills to solve problems, and is the overemphasis on memorizing assessing problems in diverse real-life numerous mathematical formulas, situations (Sari, 2.
Given the pressing need, students must master understanding underlying concepts and focus solely on calculations However, the reality is that students (Pramesti & Prasetya, 2.
These factors cause students to experience mathematical literacy.
In a global difficulties when facing real-life contextual mathematical problems, ranked 72nd out of 79 countries.
The because to be able to solve these test results revealed that students they are scored on average 371 in reading, 379 required to understand the concept of in mathematics, and 396 in science.
the problem first (Ulpa.
Marifah.
These scores are still lower than the Maharani, & Ratnaningsih, 2.
PISA standard averages: 487 for Thus, to effectively solve such reading, 489 for mathematics, and problems, students need to engage in 483 for science.
In essence, based on the 2018 OECD assessment of reasoning, and communicate their mathematical literacy.
Indonesia is ideas clearly (Masjaya & Wardono, ranked 7th from the bottom (OECD.
Therefore, rather than simply The low mathematical literacy skills should aim for developing logical and of students in Indonesia are caused by critical thinking skills to solve every several factors.
Factors that influence day mathematical problemsAithis is students' mathematical literacy levels known as mathematical literacy.
are factors that are within and factors The mathematical process is the most (Wardhani, 2.
One of the factors Indonesia Indonesian within understanding of the material.
This mathematical literacy abilities is the lack of understanding may lead to a ability to understand concepts.
The reluctance to ask questions about ability to understand concepts and unclear material, and a failure to interest in reading influences students' recognize the importance of revisiting previously taught material, ultimately (Naziliati.
Mutaqin, & Ihsanudin.
The ability to understand a abilities (Hidayat & Marlena, 2.
mathematical concept is a student's Therefore, it is crucial for students cognitive ability.
Understanding this need to repeat the material again and concept makes it easier for students to study independently to be able to solve mathematical problems.
To be understand material they do not able to learn, process, or obtain understand to be able to solve further concepts, students must first understand the basic concepts of regulated learning in students has a This must be mastered good influence on mathematical because to solve a problem of course literacy, where the influence of students need to know the relevant rules and these rules are based on the literacy is 52.
Students with high concepts they get, namely through levels of self-regulated learning are understanding the concepts (Kharis, adept at identifying problems and Salsabila.
Haeruman, 2.
information in questions, devising In addition to other factors, students' suitable strategies to solve said ability to learn independently also problems, and providing rationale to plays a significant role in influencing support their answers as well as their mathematical literacy.
The self- concluding their findings (Agustiani, regulated learning that each student Agustiani, & Nurcahyono, 2.
has an influence of 50.
2% on their mathematical literacy abilities.
In the mathematical literacy abilities of each direct learning process, students' lack student are determined by their conceptual understanding and self- problem-solving Self regulated through the independent variable empirical evidence of how these (Supardi, technique in this research used a The simple random sampling technique.
research is needed.
The proposed The number of students used in the research is titled AuThe Influence Of sample was calculated first using the Conceptual Slovin formula, and 280 were chosen Mathematics And Self Regulated for the sample size.
Eight schools Learning On Literacy Mathematical were selected for research sampling.
At Junior High School Students In The study group chosen was class VII The Regency TangerangAy.
of junior high school.
Below is Understanding presented the school data that will be RESEARCH METHODS used as sampling, namely:
The research design in this study is Correlation research is Table 1 Research Sampling School Data used to describe the relationship No.
between variables.
The relationship School Name Number of Students between these variables can be explained by correlation coefficient values (Hamdi & Bahruddin, 2.
to find out whether there is a To predict the extent of the SMPN
SMPN
SMPN
KELAPA DUA
analysis is used (Gunawan, 2.
CURUG
influence and determine the direction Regression SMPN
CURUG
relationship between two or more CIKUPA
The purpose of correlation analysis is CIKUPA
values and statistically significant SMPN
SMPN
PANONGAN
determine whether the pattern of the dependent variable can be predicted SMP BINONG RESULTS AND DISCUSSION
Upon completion of the validity PERMAIN SMPN
test, it was determined that all questions in the mathematics concept
KELAPA DUA
understanding test, the self regulated The procedure for obtaining data in this research uses test questions and mathematical literacy test were valid.
A research instrument Valid questions were then moved on is a tool used by researchers to collect to the next testing stage, which is the data to make the work done easier and reliability test.
In the reliability test, the results good, accurate, complete, the conceptual understanding test and systematic so that it will be easier questions scored 0.
75, indicating high for the data to be processed and The self regulated learning conclusions drawn.
A good research instrument used to collect data in a indicating very high reliability, and study is an instrument that has been questions scored 0.
464, indicating sufficient reliability.
empirically (Arikunto, 2.
Based on the power tests of the The data analysis techniques used in questions, all 10 questions in the assumption test, .
hypothesis test understanding mathematics concepts consisting of correlation test.
F and self regulated learning tests were classified as sufficient.
In terms of determination and multiple regression difficulty level, the mathematical Meanwhile, the data analysis techniques used in test questions and categorized as difficult for items 1, 2, questionnaires are .
a validity test 5, 6, and 7, and moderately difficult for items 3, 4, 8, 9, and 10.
The understanding mathematics concepts Pearson test questions were categorized as reliability test.
having a medium level of difficulty.
Then, the instruments that have Positiv Negativ been tested can be used to collect Once the data is collected.
Since the resulting significance is greater important to carry out classical The 05, then the tested data is considered normally distributed.
this case, the significance value is multicollinearity, heteroscedasticity, 087, which is greater than 0.
and autocorrelation.
The one-sample indicating that the data is normally Kolmogorov-Smirnov test is applied The Kolmogorov-Smirnov Following the normality Based on the previous hypothesis, if involves inferential statistics, it is t-Test Sig.
classical assumption testing must be test, the next step is to conduct a multicollinearity test to determine whether there is correlation among The table below presents the the independent variables.
The results results of the normality test.
The of the multicollinearity test between following data is presented in the form of normality test results which understanding ability variables and can be seen in the table below.
the self regulated learning variables Table 2 One-Sample KolmogorovSmirnov Test are presented in the table below.
Statistic Table 3 Multicollinearity Test Normal Parameters Most Extreme Differences Mean Std.
Deviati Absolu
Unstan
Residua
Statistic Conceptual Understandin
g of Mathematics Self
Regulated Collinearity Statistics Toleranc
VIF
0,993
1,00
0,993
1,00
Based on the results above, we found Conce Under standi Self Litera ng of Regul cy Mathe ated Math matic Learn emati that the tolerance value for both the conceptual understanding variable variable was 0.
993, and the VIF value If the tolerance value is Statistic 10 and the VIF value is below Concept Correlation Coefficient Underst anding Sig.
Mathem N 10, we can conclude that there is no correlation between the independent variables or that multicollinearity does not occur.
After conducting the multicollinearity test, proceed with Self Correlation Regulat Coefficient Learnin Sig.
determine if there is unequal variance The heteroscedasticity test is used to observation compared to others.
If the data variance differs from other observations, it indicates symptoms Upon reviewing the results, it appears of heteroscedasticity.
A regression that the significance value is below This indicates an absence of symptoms of homoscedasticity are heteroscedasticity in the regression Below are the results of the heteroscedasticity test, which will be Following the last heteroscedasticity shown in the table below.
test, the next step is to conduct an autocorrelation test.
The purpose of Table 4 Heteroscedasticity Test determine if there is a correlation between different periods in the linear regression model.
The output results from the autocorrelation test are independent variables, are 1.
shown in the image below.
The DW values fall within the dU and .
-dU) range.
Table 5 Durbin-Watson Test Adju Squar Std.
Error Esti Durbi nWats out to provide an overview of the close relationship between variables and provide an overview of the direction of the relationship that The dL and dU values, with Multiple correlation analysis greater than .
-dU), it indicates was calculated to determine the In this case, the DW degree of relationship between the value of 1.
570 is smaller than dL, variables conceptual understanding of mathematics, self regulated learning Hence, the data will and mathematical literacy.
Below is The Cochrane-Outcutt method will be correlation between variables X1 and used for autocorrelation testing.
This variables together with one dependent the DW value is less than dL or between two or more independent variables, are 1.
79690 and 1.
Double multiple correlation is a correlation 282 respondents and 2 independent Next, correlation analysis is carried the Durbin-Watson (DW) value is As per the results mentioned above.
X2 and Y simultaneously which can be seen in the table below.
autocorrelation issues in regression Table 6 Correlation Test models (Aprianto et al.
, 2.
After applying the Cochrane-Outcutt method, the resulting DW value is Statistic Value R Square The values of dL and dU, considering 282 respondents and 2 Adjusted R 0.
Square significance, the calculated F value Std.
Error Sig.
needs to be compared with the table F Based on the output results above, it following table.
Table 7 F-Test Statistic Degree Freedo there is a positive correlation where the correlation value is 0.
The the F-test.
The F-test assesses the significance of the influence of Sig.
F-count obtained is 31,470.
Then the F-table regulated learning on mathematical Regressio Residual 279 Total Based on the preceding results, it is hypothesis testing will proceed using mathematical literacy simultaneously for comparison are provided in the significant value.
The table F values was found that between the variables value from which 282 respondents were taken was 3.
04, therefore it can significance, the calculated F-count be concluded that the calculated F- value needs to be compared with the count value is greater than the F-table F-Table value.
The table F values for comparison are provided in the Meanwhile significance value is less than 0.
following table.
Thus, there is a significant positive Next, the hypothesis testing will influence between the variables of proceed using the F-test.
The F-test assesses the significance of the influence of mathematical conceptual learning on students' mathematical understanding ability and learning literacy abilities simultaneously.
This There is a significant correlation between self regulated learning and mathematical literacy abilities and mathematical literacy, where the both their mathematics conceptual significance value is 0.
007 and the correlation value is -0.
To see the regulated learning.
Next, a partial magnitude of the relationship, you can look at the correlation value, while to see the direction of the independent variable of conceptual relationship, you can look at the sign.
If the correlation value is more than 05 and the significance value is less Partial 05, it can be concluded that correlation calculations are used to between these variables there is a determine the influence of each significant correlation.
However, the independent variable separately on direction of the relationship between the mathematical literacy variable.
"reverse", where seen in the output the sign has the symbol "-".
So, it was learning on mathematical literacy is Based on the correlation significance concluded that there was a significant influence between self regulated literacy has a significant correlation learning on mathematical literacy where the significance value is 0.
which had a negative value.
and the correlation value is 0.
the correlation value is more than 0.
Next, the coefficient of determination and the significance value is less than is calculated.
This analysis was 05, it can be concluded that there is carried out to provide an overview of a significant influence between the the extent of the influence of the partial independent variables on the mathematics concepts on students' mathematical literacy variable.
mathematical abilities.
literacy skills.
the contribution of the variable factor of understanding of mathematics and understanding ability to mathematical self regulated learning and the literacy ability is 14.
6% while the dependent variable of mathematical other 86% is determined by other If the independent variables The contribution of the self remain unchanged (X = .
, a mathematical literacy value of 49.
mathematical literacy skills is 2.
is obtained.
Additionally, the value of while the other 97.
4% is determined _1 is 0.
504, meaning that a 1% by other factors.
increase in mathematical conceptual understanding leads to a 0.
Multiple linear regression analysis increase in mathematical literacy.
The can be used to quantify the extent of value of _2 is 0.
421, indicating that influence and ascertain the cause-andeffect a 1% increase in self regulated learning results in a 0.
421 decrease in these variables.
The mathematical literacy.
In addition to the research findings regression equation is used for three mentioned by the researchers, other studies have yielded similar results.
ycU = yu0 yu1 ycU1 yu2 ycU2 yuA For example.
Khandria.
Jumini, and Sugiyanto conducted a study titled From the output produced above, the "The following regression equation can be Relationship
Numeracy Literacy and the Ability to Understand Mathematics concepts in ycU = 49,201 0,504ycU1 Grade
Oe 0,421ycU2 yuA
MIN
Academic Year .
56%) between numeracy literacy and its positive sign indicates a onebetween 2022/2023," which concluded that value .
in the equation is 49.
Students Banjarnegara From the equation above the constant and the understanding of mathematics concepts (Kholifatun et al.
, 2.
independent variables of conceptual This suggests that numeracy literacy plays a crucial role in mastering "Mathematical Literacy Ability of mathematics concepts, which are Class Vi Students Seen from Self fundamental for solving real-life Regulated Learning," which revealed mathematical problems.
Mathematical literacy skills need to mathematical literacy in students do be improved by students so they are not significantly differ between those able to solve real mathematical with low, medium, and high levels of problems or problems.
Therefore, it is self regulated learning (Juniansyah, necessary to have basic knowledge Mariyam, & Buyung.
, 2.
Self skills that students already possess in order to be able to solve the problem.
influence mathematical literacy in Understanding students, both categories of high self concept is an initial strategy used in regulated learning of students are solving mathematical problems.
The only able to achieve three indicators magnitude of the correlation between of mathematical literacy at a low level (Risky Ardiansyah et al.
, 2.
Likewise, in the self regulated variable mathematical literacy is 0.
learning category, students in the low which can be interpreted as meaning learning ability category are only able that the correlation value is classified as at a strong level (Naziliati, mathematical literacy at a low level.
Mutaqin, & Ihsanudin, 2.
However, students who have a low For and high levels.
Factors that influence other studies have also reported mathematical literacy at low, medium To support these findings, able to achieve four indicators of regulated learning does not positively level of self regulated learning are The researchers found that partial self abilities as seen from their self regulated learning are factors that Junainsyah.
Mariyam, and Buyung (Khairizka.
Aminah.
Amiruddin, 8% of the variance.
The remaining Students are still unable to understand 2% is influenced by other factors and digest subject matter so that not covered in the study.
students will have difficulty planning Based on these discoveries, the strategies to solve their mathematical Many students do not focus Firstly, on the material being studied in class, resulting in a lack of mathematical practical application of mathematics understanding and as a result have concepts to help students retain knowledge and perform better in Schools should also Therefore, self regulated learning ensure that they have the necessary does not have a partial influence on teaching materials and facilities to on mathematical literacy in junior mathematical literacy abilities, given high school students in Tangerang the significance of these skills in Regency show a significant positive learning mathematics influence of both variables X1 variables to be studied.
They should concepts and self-regulated learning .
onceptual observations before selecting the The research findings on the impact Additionally.
CONCLUSION
BIBLIOGRAPHY